Author . 



^TT-*©^ 




Title 



<« 4* S 



LL. 



Imiwint. 



IE. 



10 — 47372-2 OPO 



Department of Public Instruction 

EDUCATIONAL PUBLICATIONS 

Bulletin No. 6 'Vocsdonal Series No. 4 



Vocational Education 
in Indiana 



Information' Relating to the Establishment 

and Administration of State Aided 

Vocational Schools 



INDIANAPOLIS, INDIANA 
March, 1914 



,M_ 



Qe^Mtm^ntoJFuhlic Instruction 

EDUCATIONAL PUBLICATIONS 

Bulletin No. 6 Vocational Series No. 4 



in Indiana 



Information Relating to the Establishment 

and Administration of State Aided 

Vocational Schools 



INDIANAPOLIS, INDIANA 
March, 1914 






APPROVED BY 
THE STATE BOARD OF EDUCATION 



(2) 



DEPARTMENT OF PUBLIC INSTRUCTION 

VOCATIONAL DIVISION 



Chakles a. Greathguse 
Superintendent of Public Instruction 



William Frederick Book 
Deputy Superintendent in Charge Vocational Education 



Z. M. Smith 
Supervisor Agricultural Education 



(3) 



PREFACE. 

The State Legislature of 1913, in response to a general demand 
for industrial, agricultural and household arts education, enacted 
a law which provides, among other things, for the organization and 
maintenance of vocational schools designed to give specific instruc- 
tion to pupils over fourteen years of age desiring to prepare for 
profitable employment in the shop, in the home or on the farm. To 
stimulate and encourage this type of education special state aid 
has been provided for such vocational departments and schools as 
may be^approved by the state board of education. 

The present bulletin is intended to give to superintendents and 
local school boards, contemplating the establishment of such voca- 
tional schools, the help needed to enable them to organize and eon- 
duct the vocational work in accordance with the standards and prin- 
ciples approved by the state board of education. It contains a copy 
of the Vocational Education Law, the state board's interpretation of 
this statute, suggestions for putting the new law into effect, and the 
general principles and standards to be observed in passing upon 
schools applying for state aid. It also seeks to make clear the 
specific problem which the school people of the state are called upon 
to solve, and the relation of this new work to our past educational 
ideals and to our present school practices, and should be read as a 
whole. 

In its preparation the publications of other state departments 
have been drawn upon quite freely. Much valuable help has been 
obtained from the general conferences of state directors of vocational 
education, organized by C. A. Prosser, Secretary of the National 
Society for the Promotion of Industrial Education, and from per- 
sonal conferences with directors and teachers of vocational schools 
in a number of states. Special acknowlegments are due to Super- 
intendent Charles A. Greathouse for constant encouragement and 
help ; to President W. E. Stone, of Purdue University, J. G. CoUi- 
cott, Superintendent of Schools, Indianapolis, and P. A. Reid, Rich- 
mond, Ind., members of a special committee of the state board of 
education, who assisted in the formulation of these principles, and 
to President R. L. Kelley, Earlham College, Superintendent J. N. 
Study, Ft. Wayne, and Superintendent J. G. Collicott, Indianapolis, 
members of the state board of education, for a critical reading and 
revision of the entire manuscript . 

W. F. Book, 
Deputy State Superintendent 
In Charge Vocational Education. 

(4) 



CONTENTS. 

Page 

I. Introduction 7 

1. Problem of vocational education in Indiana 7 

2. Constructive provisions of the Vocational Education Law 9 

3. Purpose of this bulletin 10 

II . The Function and Work of Vocational Schools 11 

1. Purpose of the Vocational Education Law 11 

2. Kindof education to be encouraged by the granting of state aid 11 

a. Vocational education defined 11 

b. Purpose of the practical arts work in the regular schools 12 

3. Present law not a complete solution of the problem of voca- 

tional education in Indiana 13 

4. Justification or purpose of state aid for vocational work 14 

5. Forms of vocational education that may be state aided: 

a. Industrial 16 

b. Agricultural 16 

c. Domestic science education 16 

III. Kinds of Vocational Schools that May be Established 17 

1. All-day vocational schools 17 

a. Kinds of all-day schools that may receive state aid 18 

(1) All-day industrial school 18 

(2) All-day agricultural school 20 

(3) Day schools for homemaking 20 

b. Types of all-day schools not eligible for state aid 21 

2. Part-time classes in a vocational department or school 21 

a. Attendance upon part-time classes compulsory 22 

b. Different plans for part-time work 22 

(1) Plansclassifiedaccordingtoresponsibilityof employer 22 

(a) The no-responsibility scheme 22 

(b) The part-responsibility scheme 22 

(c ) The full-responsibility scheme 23 

(2) Plans classified according to time given to shop and 

school 23 

(a) Week about or half-time plan 23 

(b) Less than half-time plan 23 

(3) Plans classified according to enforcement 23 

(a) Voluntary part-time schooling 23 

(b) Compulsory part-time schooling 24 

c. Conditions for approval of part-time work 24 

d. Types of part-time classes not eligible for state aid — 24 

3. Evening vocational classes 25 

a. General character of instruction in an evening voca- 

tional class 25 

b. Types of evening school work that cannot be state 

aided under the law 27 

IV. The Organization op Vocational Schools 28 

1. How to organize the work in a vocational school 28 

2. How to start vocational work in a given community 29 

a. The preliminary survey 29 

b. The appointment of the advisory committee 30 

c. Desirable composition and duties of advisory committee 31 

(5) 



6 Vocational Education in Indiana. 

Page 

V . The Administration of Vocational Schools 32 

1. Local supervision and support 32 

a. Local support 32 

b. Local supervision - 32 

2. State supervision and support 33 

a. State support for vocational schools 33 

b. Reimbursement for transfer pupils 33 

c. Special provisions for non-resident pupils 33 

d. Time of giving state moneys 34 

3. State aided vocational schools must be approved by state 

board 35 

a. Methods of inspection 35 

(1 ) Formal inspection and approval 35 

(2) Method of approval in advance 36 

4. Standards that must be met by approved vocational schools. 37 

a. Essentials in organization 37 

(1) Location and buildings 37 

(2) Equipment 37 

b. Character of instruction 38 

(1) Course of study 38 

(2) Qualifications of teachers 39 

(a) Principals and directors 39 

(b) Special vocational teachers 40 

(c) Technical teachers 40 

(d) Academic teachers 40 

c . Other standards and imif orm requirements 40 

(1) Entrance requirements 40 

(2) Annual reports 41 

(3) Number of pupils 41 

5. Modification of rules 41 

VI. Indiana Vocational Education Law 42 

1. Vocational education defined 42 

2. Organization of vocational schools 43 

3. Kinds of vocational schools 43 

4. Co-operative schools 43 

5. Pre-vocational work 43 

6. Duties of state board of education 44 

7. Composition of state board 44 

8. Appointment of vocational director and agents 45 

9. Advisory committee 45 

10. Provisions for non-resident pupils 45 

11. Part-time work compulsory 46 

12. County agents of agriculture 46 

13. Cities and towTis reimbursed 47 

14. State maintenance 47 

15. Claims for reimbursement 47 

16. Special tax levy for vocational work 47 

17. Payment of salaries and expenses 48 

18. When effective 48 

19. Repeal 48 



INTRODUCTION. 

1. Problem of Vocational Education in Indiana 

In considering the many problems which the development of 
vocational education in Indiana presents^ it is important to keep 
in mind the fact that vocational education, as provided for in our 
Vocational Education Law, and as at present contemplated by the 
state board of education, does not represent a mere fad or a radi- 
cal departure from past educational ideals and practices, but marks 
the culmination of an educational development which has extended 
through a period of one hundred years. The following quotation 
from our first State Constitution adopted in 1816 is significant : 

"Whereas, knowledge and learning generally diffused 
through a community being essential to the preservation 
of a free government and spreading the opportunities and 
advantages of education through the various parts of a coun- 
try being highly conducive to this end, it shall be the duty of 
the general assembly to pass such laws as shall be calculated 
to encourage intellectual, scientific and agricultural improve- 
ments throughout the state by allowing rewards and immuni- 
ties for the promotion and improvement of all arts, sciences, 
commerce, manufacturing and natural history ; and to coun- 
tenance and encourage the principles of humanity, indus- 
try and morality." To this end the general assembly was 
required to "provide by law for a general system of educa- 
tion, ascending in regular gradations from township rural 
schools to a state university, wherein tuition shall be gratis 
and equally free to all." 

These same principles were reaffirmed and endorsed by a vote 
of the people in 1851, when they ratified our present Constitution 
which contains the following significant clause : ' ' Knowledge and 
learning, generally diffused throughout a community, being essen- 
tial to the preservation of a free government, it shall be the duty 
of the general assembly to encourage by all suitable means, moral, 
intellectual, scientific and agricultural improvement, and to pro- 
vide by law for a general and uniform system of common schools, 
wherein tuition shall be without charge, and equally open to all. ' ' 
(Article 8, Sect. 1.) 

In accordance with these principles we have developed in Indi- 
ana our present "open-door" system of public schools, ascending 
in regular gradations from the rural township school to the state 

(7) 



8 Vocational Education in Indiana. 

university, each department of which is open and equally free to 
every boy and girl in the state. 

But the state has not been content to provide mere general edu- 
cational opportunities for all. Some half a century ago the state 
began to make provision for special training in those fields of tech- 
nical and professional education, where an increase in knowledge 
and skill would prove of special advantage to the state. Purdue 
University, which had for its controlliug purpose the giving of 
instruction in agriculture and the mechanic arts to those preparing 
for leadership in these fields of work, was made a State institution 
in 1865. A State Normal School, to give special training to those 
who desired to prepare for the profession of teaching was estab- 
lished by the same legislature. Later a school of law, a department 
of education and school of medicine were established at Indiana 
University, where the young people of the state could get special 
instruction and training to fit themselves specifically for the pro- 
fessions of education, medicine or law. 

The state has, therefore, for a number of years provided special 
vocational instruction for those who desire to fit themselves for the 
so-caUed higher professions. Our present Vocational Education 
Law merely contemplates the extension of this principle, so as to 
provide as definite and helpful a vocational training for the young 
people of the state who must work in the shop, in the home or on the 
farm for their livelihood, as has already been provided for those 
who desire to fit themselves for the professions of teaching, engi- 
neering, medicine or law. This latest step in our educational de- 
velopment, therefore, merely means an extension or enlargement 
of the work of our present system of public schools in accordance 
with the principles laid down by the founders of the state and our 
past ideals and practices. It represents an attempt to make our 
present system of free public schools more truly democratic by 
enlarging and extending the scope of its work so that by including 
this new line of work we may come more nearly meeting effectively 
and economically, the needs of all the people of the state. It means 
making education vocational and productive as well as liberal and 
cultural, and represents, on the part of the state, an attempt to 
conserve to society the talents and capacities of all our boys and 
girls. 

In taking this advanced step it is important to keep clearly in 
mind just what our first task really is, and to realize from the be- 
ginning that the preparation for efficient and profitable employ- 



Problem of Vocational Education. 9 

ment in the shop, in the home, or on the farm involves the giving 
of instruction which is as specific and distinct in its purpose and 
methods from the so-called general oe cultural education as the 
instruction now given in our best law and medical schools differs 
in method and aim from the work pursued in a general college 
course. 

2. Provisions of the Vocational Education Law 

The important constructive provisions of the Indiana Vocational 
Education Law may be briefly stated as follows : 

(1) Instruction in practical arts subjects (agriculture, the 
industrial and household arts) must be offered as regular courses 
in the public schools of the state, instruction, more or less pre-voca- 
tional in character, designed to give the pupils in our regular 
schools a true knowledge of and appreciation for the more import- 
ant occupations used by present-day society in accomplishing its 
work, and which, together with the academic work, should serve as 
a sort of vocational try-out course, enabling them to choose more 
wisely a permanent occupation or life work. (Sec. 5). 

(2) County agents of agriculture may be appointed for each 
county in the state, whose duty it shall be to conduct practical farm 
demonstrations, organize boys' and girls' clubs, give advice to 
farmers on practical farm problems and so far as feasible aid 
the county superintendent of schools and the teachers in giving 
practical education in agriculture and domestic science; helping 
in every way possible to advance the cause of agriculture and 
country life throughout the state. (Sec. 12). 

(3) ''Any school city, town or township may, through its 
board of school trustees or school commissioners or township trus- 
tee, establish vocational schools or departments for industrial, 
agricultural and domestic science education in the same manner as 
other schools and departments are established and may maintain 
the same from the common school funds or from a special tax levy 
not to exceed 10 cents on each $100 of taxable property, or partly 
from the common school funds and partly from such tax ; such vo- 
cational departments and schools are designed to give specific voca- 
tional instruction to all persons over fourteen years of age who 
desire to fit themselves specifically for efficient and effective work in 
the shop, in the home and on the farm, and are to be encouraged 
and stimulated by the granting of special state aid for the work. 



10 Vocational Educatiok in Indiana. 

3. Purpose of This Bulletin 

Our immediate task is to develop these three lines of work in 
the state. The present bulletin is devoted to giving information 
relating to the establishment and administration of the state aided 
vocational departments and schools referred to in paragraph three 
above. 



II. THE FUNCTION AND WORK OF VOCATIONAL 
SCHOOLS 

1. Purpose of the Vocational Education Law 

The law set forth, in the first place, as clearly as possible the 
purpose of vocational education, as distinguished from general edu- 
cation and defines the different forms of vocational education which 
are to be encouraged by the granting of state aid. This is the 
purpose of the series of definitions contained in Section 1. 

The chief purpose of the law, however, is to assist in the estab- 
lishment and maintenance of the forms of vocational education 
and types of vocational schools defined by the law. This is the 
purpose of the state aid provided for the vocational work. 

In principle the state proposes to enter into a joint partnership 
with the local community for the purpose of securing an effective 
plan of providing vocational training, such as would justify the 
expenditure of state money under the law. 

2. Kind of Education to Be Encouraged by the Granting of 

State Aid 

That some form of education different from the instruction now 
given in the public schools was contemplated by the law seems evi- 
dent from the fact that the law provides for an apportionment of 
money separate and distinct from that appropriated for general 
education. Moreover, the law has clearly defined the kind of edu- 
cation which it wished to encourage. "Vocational education shall 
mean any education, the controlling purpose of which is to fit for 
profitable employment." (Section 1, Article 1.) The distinctive 
and differentiating purpose of vocational education, therefore, is 
to fit persons for profitable employment in a particular occupation. 

a. Vocational Ediication Defined. 

Vocational education as provided for in the Indiana Law may, 
therefore, for the sake of clearness, be defined as that form of edu- 
cation whose controlling purpose is to fit for useful and efficient 
service in the shop, in the home and on the farm, given only to per- 
sons who have already indicated their intention to enter such 
employment, or who are already engaged therein, and who wish to 
increase their efficiency in their chosen occupation. 

(11) 



12 Vocational Education in Indiana. 

1). Purpose of the Practical Arts Work in the Regular Schools. 

The controlling purpose of the practical arts work specially pro- 
vided for in Sec. 5 of the Vocational Education Law (the instruc- 
tion in manual training and industrial arts, in elementary agricul- 
ture and domestic science), should be to give the pupils in our 
regular schools an acquaintance with the more important methods 
used by present day society in accomplishing its work. It should 
give such a knowledge al)ovt and appreciation for these funda- 
mental industries as every citizen should have to fulfill his function 
as a citizen of the state, and as would enable the pupils in our 
regular schools to make a more intelligent choice of a future occupa- 
tion or life work. 

The practical arts work in the regular schools must be true to 
the occupations and industries studied the same as the vocational 
work, but the instruction does not seek primarily to prepare the 
pupil for some particular occupation or i)rofession already selected 
and determined upon. It is designed to give the pupils in our 
regular schools an experience with a variety of industrial activities 
and should serve, in part, as a sort of vocational finding and "try- 
out" course, providing such knowledge and experience with the 
more important types of social activity as may be necessary to 
enable them to choose more wisely a specific occupation for which 
to prepare in a vocational school later on. 

Other important distinctions are the following: The practical 
arts work is given in the regular schools, while the pupil continues 
his general education. The vocational work is given in a special 
school, where chief emphasis is laid on the preparation for a partic- 
ular occupation. Even though the practical arts work in the regu- 
lar schools should be conducted according to the latest and most 
approved commercial, farm or shop methods, so that pupils in these 
courses would be getting real typical experiences in these fields of 
work, as we hope may be the case, the work would still not be 
vocational because the vocational motive — "preparation for profit- 
able employment in a particular occupation or field of work" — ^is 
lacking. Vocational education, which has for its controlling pur- 
pose the training of a boy or girl for a particular occupation, 
should not be undertaken in the regular school course, but should 
be given in a department or school created for that special puiTDOse 
as our law provides. 

These definitions and distinctions are important merely because 



Function of Vocational Schools. 13 

they will enable us to keep more clearly and definitely in mind just 
what we are attempting to do. They will, of course, not satisfy 
everybody as a definition of vocational and pre-vocational educa- 
tion, but they will prevent much confusion of thought if adhered to, 
and mil insure greater efficiency in both the vocational and pre- 
vocational work, by making it easier to select the most helpful and 
necessary means for reaching the desired results. 

3. Our Present Law Not a Complete Solution of the Problem 

It may readily be seen from the above definitions and distinc- 
tions, that the vocational work for which state aid has been provided 
does not give us a complete solution of the vocational education 
problem in Indiana. We have merely selected a particular problem 
or field of vocational work upon which to begin. Of the following 
possible forms of vocational education (1) Agricultural, (2) Indus- 
trial, (3) Household arts, (4) Commercial, (5) Professional, (6) 
Higher technical, (7) Marine or nautical, state aid has been pro- 
vided only for the first three kinds. Moreover, we have selected 
but a particular problem in the field of work taken up, namely: 
To provide vocational education for that large group of boys and 
girls who must go to work or begin to prepare specifically for a 
wage earning occupation, at 14 years of age, and to provide in 
Part-time and Evening classes, vocational instruction for those who 
have been obliged to go to work at an early age without specific 
training for the occupations in which they are engaged. 

There are the very best of reasons for thus limiting our field 
of work in the beginning. The primary purpose of our legislation 
was to aid those necessary types of educational effort which would 
not, or could not be attempted without state aid. Commercial, 
professional and higher technical education were excluded on the 
ground that these forms of vocational education are already pro- 
vided for in the state. Other problems in vocational education 
remain untouched by our present program of work and law. Some 
important phases of the vocational work, such as the pre-vocational 
work in the regular schools, vocational guidance, providing voca- 
tional education for those who expect to complete a high school 
course, the problem of the general evening school, which continues 
the general education of day laborers, must for the present, at 
least, be carried on by local communities without special encourage- 
ment or aid from the state. Other problems, such as are presented 



14 Vocational Education in Indiana. 

by the general continiiati(ni scliool,^ will refiuire further considera- 
tion and perhaps further legislation when we have made a sub- 
stantial beginning on the particular problems now in hand. The 
question is not whether the solution of the particular problems em- 
phasized by our law completely meets the situation, but whether 
these problems are practicable and whether in general they meet a 
larger and more immediate need than other aspects of the voca- 
tional work that might have been taken up first. It would be very 
un^A^se to attempt to cover thoroughly the entire field of vocational 
education from the start, because it would be impossible either to 
finance such an undertaking or to find the men and women who 
could direct the work. For these and other reasons certain prob- 
lems have been singled out by our law for special emphasis and 
consideration. 

Our immediate task is to carry on tlie work mapped out by the 
present law. When this work is well under way we may with 
safety and profit extend .the work to other fields oF vocational edu- 
cation as rapidly as possible. In this important undertaking the co- 
operation and persistent endeavor of all business and laboring men, 
more particularly the school people of the state, is absolutely neces- 
sary to make the vocational work a success. The task cannot be 
fully axjhieved in three or four years, not at all, unless the depart- 
ment of public instruction and the state board of education can 
have the confidence and continued cooperation and support of all 
parties concerned. 

4. Justification or Purpose of State Aid for Vocational Work 

The principle of giving state aid for general and professional 
education represents an old and well-established practice in this 
state as already shown. The matter of providing vocational in- 
struction for that large group of young people in the state who 
must begin to prepare specifically for some useful occupation at 
fourteen years of age was deemed of so much importance by the 
framers of our law that special state aid was provided to encourage 
local communities to take up the work. This type of vocational 
education is of peculiar state-wide benefit since it adds to the hap- 
piness and productive powers of a large and important group of 
future citizens and conserves to the state the full talents and capaci- 
ties of this group of boys and girls. Moreover, this type of voea- 

■This type of scliool should not be confused with the part-time or trade continuation school some- 
times also spoken of as a continuation school. The writer had in mind n scliool of the type of the con 
tinuation schools of Munich, Germany. 



Function op Vocational Schools. 15 

tional education must, comparatively speaking, always be expensive 
and so would scarcely be undertaken by local communities. It is 
also peculiarly a state and national problem since skilled workers 
often leave the communities where they were educated and go to 
other cities and states where they find a better market for their 
labor and skill. For this reason Grand Rapids, Mich., may profit 
by the skilled labor of workmen trained in Cincinnati, Ohio. 

For these and other reasons the principles of providing state 
aid to stimulate local communities to take up new and necessary 
kinds of training and service to childhood which are particularly 
beneficial to the state or country as a w^hole has become a fixed 
principle in American education. 

The following principles have been adopted by the English Gov- 
ernment after two centuries of experience with the problem of 
public education, as the basis of its authoi^ity for making state 
grants to new educational endeavors in local communities: 

1. "For any equitable mitigation of the inequalities of bur- 

den." 

2. "To secure efficient authority for the necessary supervi- 

sion and control by the state government, to make the 
work economic and effective." 

3. "To encourage the kind of expenditure most desirable 

in the interests of the community as a whole." 

4. "To make it possible to attain to anything like a univer- 

sal enforcement of a standard minimum of education 
for industrial workers so earnestly desired and so 
absolutely essential to industrial supremacy. ' ' 

5. Forms of Vocational Education That May Be State Aided 

In order that there might be a clear understanding as to the 
farms of vocational education which were -to be stimulated by the 
granting of state aid, the law has set up a series of definitions indi- 
cating the kinds of vocational education and the different types of 
departments and schools which might be approved by the state 
board of education for state aid. 

(1) The vocational instruction to be given must be of less than 
college grade and meet the vocational needs of persons over four- 
teen years of age who are able to profit by the instruction offered. 
(2) It is limited to the following three forms of vocational educa- 
tion : Industrial, agricultural and ' ' domestic science, ' ' as defined 
by the law. 



16 Vocational Education in Indiana, 

a. Industnal Education: This includes, besides the trades, 
crafts and industries open to boys and men, "occupations of girls 
and women carried on in stores, workshops and other establish- 
ments." This extension of the field of industrial education is 
important, since it covers such industrial instruction as may be 
needed by girls and women to help in their daily work as 
clerks; their daily work in such establishments as a textile plant, 
a box, candy, or clothing factory, a millinei*y or dressmaking shop. 
That is to say, other forms of work for women and girls besides 
the occupations connected with the household, are recommended 
as having a legal claim for state aid. (Sec. 1, Art. 2.) This article 
of the law is, however, not to be interpreted as including commer- 
cial training in high schools or in separate vocational schools. Vo- 
cational schools or departments organized to give instruction in 
salesmanship to men and women working in stores may, however, 
be state aided under the law. 

h. Agricultural Education: Vocational education in agricul- 
ture contemplates the training of boys and men for efficient service 
on the farm and is defined by the law as "That form of vocational 
education which fits for the occupations connected with the tillage 
of the soil, the care of domestic animals, forestry and other wage 
earning or productive work on the farm. ' ' 

There is an intimate relation between training boys for efficient 
service on the farm and the courses which fit girls for the duties 
of the home in rural communities. The latter is included under 
"Domestic science" education, which prepares for all occupations 
connected with the household. 

c. "Domestic Science" Education is defined by the law as 
"that form of vocational education M'hich fits for the occupations 
connected wath the household." Since the dominant aim of voca- 
tional education is to prepare for useful and efficient service in some 
field of profitable employment, the kind of training in domestic 
science for which state aid can be given is that which prepares 
girls and young women specifically for more efficient and profitable 
service, either as a manager of a household, an assistant in the 
household, a waitress or cook or any other occupation connected 
with the household, whether this service be rendered in their own 
or in the home or shop of another. 



III. KINDS OF VOCATIONAL SCHOOLS THAT MAY BE 
ESTABLISHED 

The law distinguishes three types of State aided vocational 
departments or schools. (1) The Day school or Department. 
(2) The Evening class. (3) Part-time classes. In each of 
these types of school one or more of the three forms of education, 
industrial, agricultural and domestic science, as defined above, may 
be -given. 

Though differing in name and plan, the general purpose of each 
of these different types of school is the same, namely: To train 
young people for profitable employment in the shop, in the home 
or on the farm. It should be clearly understood from the begin- 
ning that these schools are not intended or planned for the accom- 
modation of backward, deficient, incorrigible or other subnormal 
pupils, but that they are designed to give a thorough vocational 
training to healthy normal individuals who wish to prepare for 
efficient and profitable employment in one of these fields of work. 
The selection of the particular type of vocational school which a 
given community should establish, will, in general, depend upon the 
needs and conditions to be met in that community. 

1. All-Day Vocational Schools 

The law defines a vocational school or department as "an or- 
ganization under a separate director or head, of courses, pupils 
and teachers approved by the State Board of Education, designed 
to give either industrial, agricultural or domestic science educa- 
tion ' ' as defined in the law. This means that a vocational depart- 
ment or school must be separately, organized and different in its 
course of study, methods and aim from our regular schools. The 
controlling purpose of the vocational class or school must be "to 
fit for profitable employment in the home, in the shop or on the 
farm. ' ' 

There are two ways in which all-day vocational schools may 
be organized. (1) As a separate school. (2) As a distinct de- 
partment of another school. 

(1) As a Separate School; When organized as a separate 
school the work would be in a separate building, not used for gen- 
eral school purposes. It would have a separate organization of 
courses, pupils and teachers under its own director or head and 
be entirely separate and distinct from any other school. Such a 
separate vocational school would, nevertheless, be under direct con- 

(17) 



18 Vocational Education in Indiana. 

trol of the superintendent and school board of the city or district 
organizing and maintaining the school, as all vocational work is to 
be made an integral part of the work of our public school system. 

(2) As a Department of Another School: When organized 
as a department of another school the vocational work must be or- 
ganized separately and independently of the regular school work. 
There must be a separate director or head for the vocational work, 
upon whom will depend the success of the work; a separate course 
of study, grou]vof teachers and pupils, but the work would be 
carried on in the same building with another school, using part 
of the rooms and equipment of such school for the vocational work. 
Such vocational department nnist have a sufficient number of voca- 
tional and technical teachers to teach all the vocational and tech- 
nical subjects in the course. A portion of the related academic 
work, English, industrial history, and, in special eases, some of the 
technical work in mathematics, practical science and drawing may 
be taught by teachers in the regular school, provided such teachers 
have the vocational point of view and are able to appeal to the in- 
terests and needs of their pupils. 

"Whether vocational education is conducted in a separate build- 
ing or under the same roof as general education is not necessarily 
of vital importance. It is, however, absolutely necessary, if state 
aid be given that the vocational work be so carried on that it may 
realize its dominant aim of "fitting for useful employment in the 
shop, in the home or on the farm." If the vocational work is or- 
ganized under the first plan, the local commiuiity will have estab- 
lished a presumption in favor of efficient work in the eye of the 
department. Vocational departments in existing day schools have 
not as yet demonstrated their effectiveness as compared vnfh sep- 
arately organized schools. 

a. Kinds of All-Day ScJwols That May Receive State Aid. 

The following kinds of all-day vocational department or school 
will be approved by the state board of education if satisfactory 
as to organization, courses of study, qualifications of teachers, equip- 
ment, methods of instruction, etc. 

(1) The All-Day Industrial School is designed to give instruc- 
tion in preparation for particular occupations connected with the 
industries or trades. In these schools a close relation must be 
maintained between theory and practice. There will be no general 
departments of arts or sciences, no systematic work in mathematics 



Kinds of Vocational Schools. 19 

or drawing. The academic work necessary for trade efficiency 
sliould be taught by shop teachers or those familiar with shop prac- 
tices, so that actual shop data would be used. Shop conditions 
must be approached as nearly as possible in the school. This being 
the final professional school for the industrial worker, the pupils' 
attendance at the school should be cut as short as may be consistent 
with a tJw rough training for the occupation or trade to be learned. 
It is also desirable that the trade should be learned as a whole and 
that the pupils get actual experience with all the different phases 
of the work. The following conditions must be met before state 
aid will be given for work in an all-day industrial school : 

1. Not less than one-half the time of the pupil must be 

given to actual shop work, including such calcula- 
tions and shop drawing as may be necessary to 
bring the projects of the pupils in the shop to suc- 
cessful completion. 

2. The shop work must be conducted on a productive or 

commercial basis as distinguished from the ordinary 
manual training method of handling pupils in the 
shop. 

3. The instruction must tend to become individual as dis- 

tinguished from group or class instruction. 

4. The shop work must be carried on as nearly like the 

work done in a first class commercial shop as con- 
ditions will permit. 

5. The results of the pupils' work should be useful articles 

which can be utilized in the school system or sold 
in open market. 

6. The assignment of work to a pupil in the shop should 

be by projects or jobs. 

7. The progress of the pupil through the shop and school 

should be measured by the projects or jobs which 
he has completed in a satisfactory manner. 

8. The classroom instruction in the related academic sub- 

jects, such as arithmetic, drawing, and science 
should be closely connected at every possible point 
with his shoproom experience, in order that it may 
be of immediate practical value to the pupil. 

9. Every day industrial school should plan for at least a 

one year's course and for not more than a four 
years' course. 



20 Vocational Education in Indiana. 

10. Every year's work should, so far as possible, be a unit 

unto itself. Each year's work should be organized 
and administered in a way that would confer upon 
the pupil a definite value in vocational training, 
so that if he should leave the school at the end of 
the year, the instruction could be used by him as a 
tool in trade for better wage earning. 

11. Not less than three (60 minute) hours should be devoted 

each day to actual shop work. The school session 
should not be less than six nor more than eight 
hours, not counting the recess and noon periods. 
12. So far as feasable instruction should be given in En^-- 
lish, history, civics and other appropriate subjects 
which would tend to make the pupils self -helpful, 
intelligent and worthy citizens. The end of the 
vocational school should not be merely to produce 
a technically competent workmen, but ai citizen of 
the state who seeks not only to advance his ow>i 
welfare through his work, but who is ready and 
willing to place his efforts at the service of his 
community and state. 

(2) All-Day Agricultural Schools: In the all-day agricul- 
tural school pupils must give most of their time to practical busi- 
ness-like work in agriculture and its related sciences. Practical 
problems must be worked out on a real farm under the direction 
of the teacher. Since most of these activities must take place 
during the summer months, it will be necessary for the vocational 
teachers in an agricultural school to be employed for the entire 
year, ^dth a vacation in the winter. Their entire time during the 
summer should be taken up with superintending the practical work 
of the students. While in the winter months their time would 
be devoted to the home project work and to teaching the theory, 
and science underlying the art of farming. _ (See special bulletin 
on vocational schools for agriculture, Vocational Series No. 5.) 

(3) Day Vocational Schools or Departments for Homemaking 

Include : 

(a) Schools training for household activities in the coun- 

try, including gardening, dairying, poultry, etc. 

(b) Model home schools in the city for day laborers and 

others. 



Kinds op Vocational Schools. '21 

(c) Regulation schools for homemaking, devoting entire 
time to practical training for "occupations con- 
nected with the household." 
(See special bulletin describing vocational schools for 
homemaking. Vocational series No. 6.) 

&. Types of All-Day ScJiools Not Eligible For State Aid. 

(1) A Continuation School Avhich devotes but a part of its 
time to vocational instruction and the rest to general education. 
Such work, though valuable and important does not come within 
the scope and intent of our present law. (2) Any day industrial 
or manual training school which does not have for its controlling 
purpose the fitting of its students for profitable employment in 
some of the occupations connected with the home, the shop or farm. 
(3) Schools giving general industrial or pre- vocational courses 
designed to enable students to test or determine their vocational 
aims or to lay a necessary or helpful basis for future vocational 
work can not be state aided under the law. 

2. "Part-Time Glasses" in a Vocational Department or School 

A part-time class in a vocational department or school is one 
in which vocational instruction is given in industrial, agricultural 
and homemaking subjects to pupils, over fourteen and under twen- 
ty-five years of age, who are regularly and lawfully employed in 
these fields of work and where the instruction given is comple- 
mentaiy to the work in which the pupils are engaged during the 
time they are not attending the school.^ A class giving instruction 
in shop mathematics and drawing during the day to employees of a 
machine shop, a class giving instruction during the day in domestic 
science to housemaids, a class giving training in designing during 
the day to girls employed in dressmaking shops during the re- 
mainder of the day or week, a class receiving instruction in some 
agricultural subject in a school while doing active work on a farm, 
are all illustrations of part-time work for which state aid is pro- 
vided. A class giving instructions in dressmaking to sales women 
or mechanical drawing, gardening or poultry raising to a group of 
messenger boys would, on the other hand, not come within the 
intent of the law for part time vocational work. 

'Membership in a part-time class must in all cases be restricted to those who are regularly em- 
ployed for a part of their time in wage-earning occupations for which the school gives supplementary 
and related instruction. The dominant aim of the class must be to give instruction which is of direct 
value to the pupil for the work in which he is engaged. There is a sense in which the part-time class 
is a continuation school, but the continuation idea of this type of school would better be expressed if 
it were thought of as a Trade Continuation Class or School. 



22 Vocational Education in Indiana. 

The anioimt and kind of instruction that may be given in a part- 
time class varies greatly. As to time devoted to the work five or 
more hours may be given to the instruction per week, a day a week 
or the half-time plan may be adopted, whereby alternate weeks may 
be given to the school and shop or farm. Whether the half-time 
plan or less than half-time plan should be used will depend, of 
course, upon the facilities which the school has for handling the 
classes, the amount of cooperation that can be secured from the 
employers concerned, the class of individuals to be served, etc. 

One of the best ways that a small industrial community can 
provide vocational education is by the part-time plan. This pro- 
vides for an eriuitable distribution of the responsibility for voca- 
tional education between the shop in which the pupils are employed 
and the school providing a few hours of instruction each week 
designed to make the young workers more efficient workmen and 
better citizens. 

a. Attendance Upon Part-time Classes Compulsory. 

The Indiana law provides that when ' ' the board of education or 
township trustee of any city, town or township have established 
approved vocational schools for the instruction of youths over 
fourteen years of age who are engaged in regular employment, in 
part-time classes, and have formally accepted the provisions of this 
section, such board or trustee are authorized to re(iuire all youths 
between the ages of fourteen and sixteen years who are regularly 
employed, to attend school not less than five hours per week be- 
tween the hours of 8 a. m. and 5 p. m. during the school term." 
(Sec. 11.) 

h. Different Plans for Part-time Work. 

The following types of part-time instruction are at present 
being carried on in this country, or have been proposed as practi- 
cable schemes for part-time vocational work : 

(1) Plans Classified According- to Responsibility of Employer. 

(a) The No-responsihiUty Scheme, in which the employer 

does nothing more than to organize the factory 
or plant so that the pupils may have time off from 
the shop or factory during working hours to attend 
the school. 

(b) The Part-rcsponsihiJit y Scheme, wherein the employer. 

in addition to making arrangements, so as to afford 
time off for the school, pays the pupil for all or a 



Kinds of Vocational Schools. 23 

part of the time spent in the school, i. e., pays for 
half or all the time lost from the business, 
(c) The Full-responsibility Scheme prevails when the em- 
ployer, in addition to arranging his work so as to 
co-operate with the school, agrees with the school 
authorities to give the young Avorkers an opportun- 
ity to secure the round of experiences at the differ- 
ent machines and processes in the shop, which will 
give them breadth of skill and insight as a workman 
and enable them to get the necessary instruction to 
learn the trade in the school. In most cases the 
learners are paid for the time they spend in the 
school. This plan is most often used in connection 
with the more important skilled industries. 

(2) Plans Classified According- to Time Given to Shop and 
School. 

(a) The Week-ahout or Half-time Plan, in which alternate 

weeks are given to the shop and school. This is 
sometimes called the two-boy plan, because it is 
customary to assign two boys to the same task, one 
working in the shop while the other goes to school 
and then exchanging places the next week. 

(b) The Less Than Half-time Plan: This includes all 

plans which give less than alternate weeks to voca- 
tional instruction. The work may be arranged so 
that the learner has eight hours each Aveek at the 
school, in some cases five hours a week, in still 
others from two to four hours. It may readily be 
seen that decreasing the number of hours given to 
the school decreases the difficulty of securing addi- 
tional help but increases the difficulty of organiz- 
ing the work at the factory so as to permit the 
shifting of the workers in a manner necessary to 
permit them to attend classes. 

(3) Plans Classified According to Enforcement. 

(a) Voluntary Part-time Schooling contents itself with 
providing a school to give the vocational work and 
persuading employers, parents and children to co- 
operate with the school authorities. Sometimes the 
employer arranges with the school authorities to 



24 Vocational Education in Indiana. 

have some or all of their young workers take the 
training by making attendance upon the school a 
condition for their employment, 
(b) Compulsory Part-time Schooling occurs when the 
youth who has gone to work is compelled by law to 
give a part of his time to the school, and where the 
employer is required to arrange for time off for the 
class in order that the child may attend the school. 
This is the better plan and is the one provided for 
by the Indiana Law. (Compare Sec. 11.) 

c. Conditions for Approval of Part-time Work. 

The following considerations vsdll guide the department and 
state board in approving part-time work for state aid : 

1. That it is dealing with a specific group of workers whose 

needs it is adapted to meet. 

2. That the training received is adding to the technical 

knowledge or skill of the worker. 

3. That the instruction given is efficient. 

4. That the amount of time given to the work and the 

amount of benefit derived from such work by the 
pupils is such as to justify the expenditure of state 
money for its support. 

5. T'hat the data, for school instruction be taken directly 

from the practice of up to date industrial establish- 
ments. 

6. That at least one study in the course deals directly with 

the training for citizenship. 

d. Types of Part-time ClO'Sses Not Eligible for State Aid. 

It will readily be seen that a part-time class which seeks pri- 
marily to extend general educational facilities to young workers for 
the purpose of increasing their fund of general information or 
which aims to give to workers vocational training designed to fit 
them for another higher or more remunerative occupation or trade 
does not fall within the scope or intent of part-time classes as 
defined by our law. To receive state aid for part-time work the 
school must give instruction in the present wage earning occupa- 
tions of the pupils, instruction designed to make them more efficient 
and productive workmen in that occupation or trade. Schools 
Avhich aim to advance the general intelligence of workers are highly 



Kinds of Vocational Schools. 25 

desirable and are commended to local communities by the state 
board. It is also important to provide a means whereby the work- 
ers who have gotten into "blind-alley" jobs, may be able to fit 
themselves for more skilled occupations, but a school having this 
for its aim cannot be state aided under the law. Only a few defi- 
nite things could be taken up and encouraged by our law. It was 
evidently believed more important to begin by assisting the work- 
ers along the lines of their present emplojnnent than to try to help 
them get into another occupation, or endeavor to continue their 
general education in which they had already lost interest. . It 
should also be noted that the most careful students of vocational 
education believe that a new occupation can not be successfully 
taught in a part-time or evening class because of lack of time. All 
these facts emphasize the importance of effective educational guid- 
ance in our public schools. 

3. Evening Vocational Classes 

Evening vocational classes in an industrial, agricultural or 
domestic science school or department are those in which instruc- 
tion is given to pupils over seventeen years of age, who are regu- 
larly and lawfully employed during the day, and which in order to 
be called vocational must in their instruction deal with the subject 
matter of the day employment, but evening classes giving instruc- 
tion in homemaking shall be open to all women over seventeen years 
of age however they may be employed during the day. This marks 
an important distinction between evening industrial and agricul- 
tural classes and evening classes in homemaking. No restrictions 
are placed upon the women as to their daily employment. No 
direct relation need, therefore, exist between the day employment 
of individuals enrolled in the evening classes in homemaking and 
the instruction given in these classes. The instruction in an even- 
ing class in agriculture or industrial subjects, on the other hand, 
must deal with the subject matter of the day employment and be 
so carried on as to actually increase the efficiency of the worker in 
his present employment. 

a. General Character of the Instruction in an Evening 
Vocational Glass. 

The time available for vocational instruction in evening classes 
is so limited that it is impossible to teach both the theory and 
practice of a complete trade in an evening school. For this and 



26 



Vocational Ei)U(l\tion in Indiana. 



other reasons it has been found, by practical experience, that pro- 
ductive wage earning can best be reached by a type of instruction 
which Anil give the learner help in solving the actual problems he 
meets in his daily work. Courses which will help hitn forward a 
step at a time, as it were, in his mastery of that occupation. In 
giving instruction in evening classes to farmers, for example, such 
problems as the folloAving might be taken up : Marketing farm prod- 
ucts, selecting seed corn, keeping poultry, how to grow tomatoes, 
etc. 

Experience has demonstrated that such short unit courses ar- 
ranged to meet the specific and immedite needs of the workers 
provide the best means of giving the needed help. Such courses 
make it possible for a worker to come into the evening class, taJ^e 
one or more courses and withdraw without interfering with the 
organization of the school. The work becomes more individual and 
interesting. Such unit courses may be one hour, ten hours, or 
fifty hours in length. The following examph^s from representative 
occupations and trades Anil make clear what is meant : 



Carpenters' Trade — 

Blue print reading for car- 
penters. 

Free hand drawing for car- 
penters. 

House framing. 

Roof framing. 

Stair building. 

Shop arithmetic for carpen- 
ters. 

Machinists' Trade — 

Blue print reading for ma- 
chinists. 

Free hand draAving for ma- 
chinists. 

Automobile repairing. 

Bench lathe AA^ork. 

Tool making. 

Shop arithmetic for machin- 
ists. 

Forging. 



Unit Courses in Cooking — 

Bread making. 

Cake making. 

Simple family meals. 

Left-overs. 

Lunches foi- the dinner pail. 

Feeding of children. 

Marketing. 
Unit Courses in Home-makin'j — 

SerAning of meals. 

Home nursing. 

Care of children. 

Washing and ironing. 
Millinery — 

Wire framing. 

Hat trimming. 

Velvet hats. 



Kinds of Vocational Schools. '27 

h. Types of Evening School Work That Can Not Be State Aided. 

The following types of evening school work cannot be state 
aided under the law: (1) T/ie general evening school which seeks 
to continue the general education of industrial and other wage 
earners by general or special courses of instruction. Such schools 
play a very important role in the school system of a city or state 
and should be encouraged, but the controlling purpose of an even- 
ing class in a state aided vocational school must be "to fit the 
worker for more profitable employment in the occupation in which 
he is actually engaged." (2) An evening school which provides 
instruction for wage earners, designed to teach them another more 
remunerative occupation or trade or one permitting of a higher 
degree of skill is not eligible for state aid. There can be no ques- 
tion as to the value of a school which seeks thus to benefit the 
individuals engaged in unskilled occupations, and who are beyond 
the reach of our regular schools. Such work merits a more exten- 
sive introduction throughout the state, but under our vocational 
education law such classes cannot be given state aid. (3) There is 
another type of evening school which seeks to improve a workers' 
trade efficiency while at the same time continuing his general edu- 
cation. Such a school would not be eligible to share in the state 
allotments, since the controlling purpose of all state aided voca- 
tional classes or schools must be to fit for profitable employment. 
All evening vocational classes must give instruction which will 
actually add to the stock in trade of a wage earner who has already 
entered upon the skilled calling he expects to follow as his life work. 
A practical farmer would not be eligible to enter a class in plumbing 
or a plumber a class in poultry raising or market gardening in a 
state aided vocational evening class. 



IV. THE ORGANIZATION OF VOCATIONAL SCHOOLS 

Any of the aibove types of vocational schools may be established 
(1) by a single city, town or township. (2) By the cooperation of 
two or more cities, tOAvns or townships. 

(1) By Single Cities, Towns or Townships: "Any school 
city, town or township may through its board of school trustees or 
school commissioners or township trustee, establish vocational 
schools or departments for industrial, agricultural and domestic 
science education in the same manner as other schools and depart- 
ments are established and may maintain the same from the common 
school funds or from a special tax levy not to exceed 10 cents on 
each ."t^lOO of taxable property, or partly from the common school 
fund and partly from such tax." (Sec. 2.) 

(2) By Cooperation of Two or More Cities, Towns or Town- 
ships: "Two or more school cities, towns or townships or com- 
bination thereof, may cooperate to establish and maintain voca- 
tional schools or departments for industrial, agricultural or domes- 
tie science education or in supervising the same, whenever the 
school board or township trustees of such school cities, towns or 
townships shall so determine and apportion the cost thereof among 
the cities, towns and townships cooperating. Whenever such co- 
operative schools or departments have been determined upon by 
any school cities, towns or townships, or combination thereof, the 
presidents of the school boards of the cities or towns and the town- 
ship trustees of the towmship cooperating shall constitute a board 
for the management of such school or department, such board may 
adopt for a period of one year or more, a plan of organization, 
administration and support for such school or department and the 
plan, if approved by the state board of education, shall constitute a 
binding contract between cities, towns and townships entering into 
a cooperation to support such schools and courses which shall be 
cancelled or annulled only by the vote of the majority of the school 
boards or township trustees of such school cities, towns or town- 
ships and the approval of the state board of education." (Sec. 4.) 

There are two ways in which vocational work may be organized. 
(1) As a separate school. (2) As a department of another school. 
This phase of the organization of the vocational work has already 
been described. (See page 17.) 

1. How to Organize the Work in a Vocational School 

The most successful way of administering vocational education 
thus far tried is to organize the work of the school by departments 

(28) 



Organization of Vocational Schools. ' 29 

A vocational school thus organized would consist of a series of 
schools within a school, each such department or school fitting for a 
different vocation, such as a department of carpentry, a depart- 
ment of plumbing, a department of printing, a department of mil- 
linery, a department of dressmaking. This plan requires that there 
be a separate organization of curricula, pupils and teachers, under 
a separate vocational teacher or director for each vocation taught 
in the school, the course of study for each department being so 
planned that the instruction given would bear directly upon the 
particular occupation taught. Schools and departments so organ- 
ized will have established, in the judgment of the board, a presump- 
tion in favor of efficient work. 

2. How to Start Vocational Work in a Given Community 

a. The PreUminary Survey. 

The first step in the establishment of a vocational department 
or school is to make a preliminary investigation to determine : 

1. If there is a well defined need for a vocational depart- 

ment or school in that community. 

2. For what industries or occupations the proposed depart- 

ment or school should prepare. 

This may be done (1) by ascertaining what has become of the 
boys and girls who left school at fourteen years of age and deter- 
mining which forms of vocational education, industrial, agricul- 
tural or household arts, would best meet their needs. (2) By list- 
ing the predominant industries of the community and ascertaining 
whether or not these offer opportunities for skilled employment 
and proper inducements for a permanent occupation. (3) By 
ascertaining the facilities already available for giving vocational 
instruction in the occupations and industries represented in the 
community. 

3. It should next be determined to what extent the employ- 

ers will cooperate with the local school authorities in 
providing the vocational training most needed in that 
community. 

4. It must finally be determined whether an all-day school, 

part-time or evening classes will best meet the needs 
of this particular community. 

Such a preliminary investigation should be carried on by the 
local school authorities or by a committee appointed by them 
(Board of Trade, Chamber of Commerce, Civic Club, Central Labor 



30 Vocational Education in Indiana. 

Union), working- in cooperation with the state board of education. 
The department of public instruction wall render whatever assist- 
ance it can to any committee making such an investigation and 
may, in some instances, make the investigation, if requested by the 
local authorities to do so. 

A plan that has proven very successful in arousing interest in 
the vocational work is to appoint a local commission on vocational 
education to study the problem and cooperate with the state depart- 
ment in making such invi\stigation. Such local commission might 
well consist of employers and employes representing the industries 
of the locality, of women of experience in social and industrial 
activities, representatives of local civic and social organizations, 
and members of boards of education, and might be continued as a 
permanent development committee for vocational education in that 
communit3^ Such a commission should, however, not be confused 
with the advisory committee to be appointed for each vocational 
school described below. 

After this preliminary investigation has been made, and if it 
should be shown that there is sufficient need for a vocational de- 
partment or school, the following additional steps must be taken : 

1. The selection of a director or head for the vocational 

work. 

2. The appointment of an advisory committee for the 

school, representing the local trades, industries and 
occupations for which the school or department is to 
prepare. 

3. The arrangement of a course of study. 

4. The securing of a building suitable to meet the needs of 

the school and equipping it with the necessary ma- 
chinery and furniture. 

5. The employment of properly qualified teachers to give 

the necessary instruction. 

h. The Appointment of the Advisory Committee. 

"Boards of education or township trustees administering ap- 
proved vocational schools and departments for industrial, agricul- 
tural or domestic science education, shall, under a scheme to be 
approved by the state board of education, appoint an advisory com- 
mittee composed of members representing local trades, industries 
and occupations. ' ' ( Sec. 9. ) 

The state board of education will require that such an advisory 
committee be appointed by the local school board for each separate 



Organization of Vocational Schools. 31 

vocational department or school established. While such a commit- 
tee does not have any authority under the law except to advise and 
cooperate with the local school authorities carrying on the work, it 
is, nevertheless, believed that the advice of such a committee repre- 
sentative of the particular vocations for which the school prepares 
is absolutely necessary to make the instruction efficient and eco- 
nomic. This committee will bring, to the service of the school a 
knowledge of the demands made upon the workers in the occupa- 
tions taught in the school and can, in many cases, offer valuable 
suggestions as to organization, equipment, course of study and 
methods of instruction. Experience has shown that it is impossible 
to bring about the close relation between the industries and the 
vocational schools which should exist for efficient work without the 
aid of such a committee. Such advisor}^ committee should serve 
not merely as a censor for the work iDut as a developmental commit- 
tee for the department or school. 

c. Desiraile Composition and Duties of Advisory Committee. 

The advisory committee for a vocational school training for 
industrial pursuits, should be made up of at least two persons (one 
of whom shall be an employer and one an employe) representing 
each distinct occupation or trade taught, such as metal-working, 
wood-working, painting, printing, dressmaking, millinery. The 
advisory committee for a school or department training for home- 
making should be made up of not less than three nor more than 
five persons who have had actual experience in the occupations 
carried on in the household. The advisory committee for an agri- 
cultural department or school must be made up of at least three 
successful farmers taken from the locality served by the school. 
It would be advisable if these members represented the different 
lines of agricultural activities taught in the school. 

The principal in charge of the vocational school or the director 
of a vocational department in another school, together with the 
superintendent of schools should be ex officio members of the ad- 
visory committee. The director or principal teacher of the voca- 
tional department or school should be permanent secretary of the 
advisory committee, and keep a permanent record of the comimit- 
tee's work. 

The advisory committee should, in addition to its other services, 
hold stated meetings for the purpose of discussing and advancing 
the interests and work of the school. Its organization and member- 
ship should be reported to the state board of education on blanks 
furnished for this purpose. 



V. THE ADMINISTRATION OF VOCATIONAL SCHOOLS 

1. Local Supervision and Support 

a. Local Support. 

Local school authorities are given full power to establish and 
maintain vocational departments and schools as already pointed 
out. They must provide the necessary money for the purchase or 
rental of lands and buildings adapted to the needs of the vocational 
department or school to be established, also pay the cost of all 
necessary equipment. They have entire responsibility for the con- 
duet of the work, and must be the initiators in every case. The 
state supervises the work, assists in the establishment and conduct 
of the school by setting standards, approving the work and paying 
two-thirds the cost of the vocational instruction. 

h. Local Supervision. 

In the organization of a vocational school or in the conduct of 
the vocational work in any community the following body of work- 
ers or divisions of responsibilit}^ and work will be found : 

(1) The superintendent of the city schools. 

(2) The assistant superintendent having special responsi- 

bility for vocational education in the larger centers. 

(3) The special director for the vocational school. 

(4) The principal of the separate building in which there 

is a department of vocational training. 

(5) The heads of separate departments in a vocational 

school or department. 

(6) The instructors in vocational, special technical and 

academic subjects in the vocational school. 

Not all these elements will be present in every vocational depart- 
ment or school, but in every given system administering vocational 
education it will be easy to analyze the duties of these different 
administrative officers and to place them in the proper position. 
In a small rural school, for example, with a vocational department 
in agriculture, the responsibility given to the six different officials 
in a large system would all rest on the principal of the school, or 
perhaps on the instructor of agriculture. 

The ultimate responsibility for the success of the school rests 
on the superintendent and local school board, but this responsibility 
should filter do'RTiward through the superintendent and various 

(32 



Administration of Vocational Schools. 33 

school officers named above to the individual instructors that actui- 
aliy do the work, the same as in the administration of our regular 
schools. It is very desirable that the vocational work be put upon 
a high professional basis from the start and be administered accord- 
ing to the best known practices. 

2. State Supervision and Support 

a. State Support. 

As already pointed out the state proposes to enter into a joint 
partnership with the local community for the purpose of securing 
an effective plan for vocational education. ''The state, in order to 
aid in the maintenance of approved vocational schools or depart- 
ments for industrial, agricultural and domestic science education 
shall, as provided in this act, pay annually to school cities and 
towns and townships maintaining suich schools and departments an 
amount equal to two-thirds of the sum expended for instruction in 
vocational and technical subjects authorized and approved by the 
state board of education. Such cost of instruction shall consist of 
the total amount raised by local taxation and expended for the 
teachers of approved vocational and technical subjects," (Sec. 
14.) 

5. Reimbursement for Transfer Pupils. 

Other claims for reimbursement occur when pupils are trans- 
ferred from their home district to another school to receive voca- 
tional training. In all such cases the "school cities, towns and 
townships that have paid claims for tuition in approved vocational 
schools shall be reimbursed by the state as provided in this act, to 
the extent of one-half the sums expended by such school cities and 
towns and to'v^aiships in payment of such claims." (See Sec. 14.) 

c. Special Provisions for N on-Resident Pupils. - 

There will probably be school districts in which for good reasons 
it is not advisable to establish vocational schools ; there may also be 
instances where a pupil desires instruction in a vocation for which 
no provision is made in the vocational school maintained by the 
local board. The needs of such pupils and districts have been met 
by the law in the following way : 

' ' Any resident of any city, town or township in Indiana, 
which does not maintain an approved vocational school or 
department for industrial, agricultural or domestic science 



34 Vocational Education in Indiana. 

education offering the type of training which he desires, 
may make application for admission to such school or depart- 
ment maintained by another city, town or to^^^lship or any 
school of secondary grade maintaining an approved indus- 
trial, agricultural or domestic science school or department. 
The state board of education, whose decision shall be final, 
may approve or disapprove such application. In making 
such decision the board shall take into consideration the 
opportunities for free vocational training in the community 
in which the applicant resides; the financial status of the 
community; the age, sex, preparation, aptitude and previ- 
ous record of the applicant, and all other relevant circum- 
stances. 

The school city or town or township in which the person 
resides, who has been admitted as above provided, to an 
approved vocational school or department for industrial, 
agricultural or domestic science education, maintained by 
another city, town or township or other school, shall pay 
such tuition fee as may be fixed by the state board of educa- 
tion ; and the state shall reimburse such school city or town 
or township as provided for in this act. If any school city 
or town or township neglects or refuses to pay for such 
tuition, it shall be liable therefor in an action of contract to 
the school city or town or township or cities and towns and 
townships or other school maintaining the school which the 
pupil with the approval of the said board attended." (Sec. 
10.) 

In making its final decision on such cases of transfer, the state 
board of education will, of course, take into consideration the 
opportunities for free vocational training in the community in 
which the applicant resides ; the financial status of the community, 
the age, sex, preparation, aptitude, and previous record of the 
applicant and all other relevant circumstances. It will not be the 
policy of the state board to require a local board of school directors 
to admit a person from another district to its vocational school if 
they have sufficient reasons for not admitting such applicant. 

d. 'Time of Giving State Moneys. 

On or before the first of July following the completion of the 
work for any school year, the school authorities of each district 
maintaining approved vocational schools or departments shall pre- 



Administration of Vocational Schools. 35 

sent to the superintendent of public instruction a sworn statement, 
on blanks furnished by the department for the purpose, of the 
amount actually expended for vocational instruction during the 
preceding year. All claims for reimbursement will be paid upon 
the basis of such sworn statement. The state board, if they approve 
the claim, will authorize the auditor of state to draw his warrant 
on the treasurer of state for the payment of the amount due such 
school city, town or township. All claims will be paid as soon 
after the receipt of such statement as possible. 

3. Vocational Departments and Schools Must Be Approved By 
the State Board of Education 

"Vocational schools or departments for industrial, agricultural 
and domestic science education shall so long as they are approved 
by the state board of education as to organization, location, equip- 
ment, courses of study, qualifications of teachers, methods of in- 
struction, conditions of admission, employment of pupils and 
expenditures of money, constitute approved vocational schools or 
departments. School cities and towns and townships maintaining 
such approved vocational schools shall receive reimbursement" — 
as provided in Section 14 of the Law quoted above. 

The state has entered into a joint partnership with the local 
community for the purpose of securing an effective plan for voca- 
tional training. The local community actually carrying on the 
work is the resident partner, and the state is the non-resident 
partner interested in the results of the venture in which it invests 
its money each year. The local community, or resident partner, 
initiates or proposes every step that is taken, such as choice of a 
site for a school building, teachers, etc. The state as a non-resi- 
dent partner, through its representatives from the state board dis- 
cusses the proposals of the representatives of the local board, 
inspects, approves or disapproves and sends money to those part- 
nership ventures which it finds worthy of support. 

a. Methods of Inspection. 

Two methods of inspection and approval of a vocational depart- 
ment or school are, therefore, possible: (1) The method of for- 
mal inspection and approval. (2) The method of approval in 
advance. 

(1) Formal Inspection and Approval: Local school commit- 
tees have the power, under the law, to establish and maintain 



36 Vocational Education in Indiana. 

vocational instruction without seeking preliminary approval of 
its organization, its course of study or method by which the work 
shall be conducted. They may prefer to seek later the approval 
of the state department and the state board of education. This 
procedure might be called the method of formal inspection and 
approval. Some time during the year the representatives of the 
state board would be asked to visit the school for the purpose of 
investigating its work in order to find out whether it was satis- 
factory and whether it was entitled to state aid, such annual 
visits forming the only connection between local and state authori- 
ties in carrying on the work. Wliile the plan is plausible and 
while the state board would be willing to deal with a school by 
this form of inspection and approval, the plan is very objection- 
able from every standpoint. Should the work be found unsatis- 
factory, it would be too late to make the changes necessary to 
receive the apportionment for that current year. The school 
might, therefore lose the state aid to which it would other^vise 
be entitled, and it would fail, in many cases, to do the kind of 
work which the state wishes to stimulate and encourage. 

(2) The Method of Approval in Advance, requires at every 
step in the organization and administration of vocational schools 
a policy of close and intimate cooperation between local and state 
authorities with regard to every feature of the work. Frequent 
consultations and conferences between those in charge of the 
school and the department of public instruction would enable 
local authorities to avail themselves, as often as might be neces- 
sary, of the advice and assistance of the state department. In 
this way the state board would be kept constantly informed of 
the lines of action considered by the school at each stage in its 
development and the state department could indicate promptly 
its approval or disapproval of the plans prepared by the local 
authorities. In this way the work of the school could be shaped 
from time to time to meet the requirements of the state board of 
education, which would be in a position to give its prompt and 
intelligent approval annually. The state board believes the method 
of approval in advance to be the only safe and satisfactory way 
to deal with state aided vocational schools and strongly urges local 
school authorities to adopt it. 

But, notwithstanding, this advice and approval in advance of 
plans, organization, course of study, etc., the department reserves 
the right to inspect the work actually done by the school, basing 



Administration op Vocational Schools. 37 

its final approval for state aid upon the actuial aecomplisliment 
of the department or school. In view of the fact that the stand- 
ards and requirements set up by the state authorities must be 
changed from time to time, in order to keep the v/ork in the state 
abreast of the best thought and practices, it is necessary that all 
state aided vocational departments and schools be inspected each 
year before they can be approved for reimbursement. 

4. Standards That Must Be Met By Approved Vocational Schools 

a. Essentials in Orgamzation. 

These have already been described somewhat in detail in other 
sections of this bulletin. No rigid plan of organization suitable 
for all communities in the state can be outlined. In general the 
most effective organization, where more than one vocation is taught 
in the school, is the depatrtmental system already described. Under 
such an arrangement each department should be under the di- 
rection of an expert. These experts should be responsible to the 
director of the vocational school for the output of their depart- 
ments and free to use their own initiative in planning the work, 
so long as it is in keeping with the general policy of the school. 
The director should be responsible to the superintendent, or local 
school board for the school as a whole, and should be given author- 
ity commensurate with his responsibility. 

Each school or department must have a separate organization 
and head, an advisory committee and be open to all pupils over 
fourteen years of aige able to profit by the instruction, as already 
pointed out. 

(1) Location and Buildings: The location of the school 
should be such that the majority of the pupils which it serves can 
reach it conveniently. The building must be suitable for the pur- 
pose for which it is to be used. A vocational department or 
school may be in a separate building adapted to the use of the 
school, or in special rooms of a regular school if suitably equipped 
and arranged to carry on the vocational work, as already de- 
scribed. 

(2) Equipment: The general and special equipments must be 
adequate to meet the demands of the vocations prepared for in 
the school. The general equipment includes desks, charts, black- 
boards, reference books and other apparatus necessary to demon- 
strate the scientific and technical principles taught. The provi- 



38 Vocational Education in Indiana. 

sions for text book instruction should be supplemented by bulle- 
tins, trade magazine^ reference books, publications from business 
I louses, exhibits of processes and materials contributed by manu- 
facturers. Technical magazines should be found in the school 
library. Special equipment includes the machinery, tools and 
special appliances needed. These must be sufficient to keep the 
instruction abreast of the best commercial practices. 

h. Character of Instructioit. 

(1) Course of Study: In general the course of study and 
methods of instruction in a vocational school must be such that the 
needs of the pupils are met in an effective manner. To meet the 
approval of tlie state board of education vocational departments 
and schools should, in their courses of study and methods of in- 
struction, conform to the following fundamental principles. 

1. The school should in general give training for the lead- 

ing skilled occupations of the community because 
such a course would meet the needs of the greatest 
number of people. 

2. Since the dominant purpose of the vocational school is 

to prepare for successful wage earning, it must fit 
its pupils to meet successfully the demands made 
by the particular trades or occupations taught. 
This means that we must go to the industry or 
occupation for which the school seeks to prepare 
to find out what the requirements in that field of 
work really are, to determine what is needed to 
make an efficient worker in that field, then formu- 
late our course of study and work with a view of 
meeting these requirements and needs. 

3. The practical and shop work should be closely corre- 

lated with the technical and academic work. 

4. The mathematics, drawing, and science subjects should 

be taught in a way that will be practically useful 
to the pupils in the particular occupations for 
which they are being trained. These relations 
must be worked out by the individual teachers, as 
no text books or teaching helps are at present 
available. 

5. The shop and laboratory work in a vocational school 

must be as Jiearly like the conditions and work in 



Administration of Vocational Schools. 39 

a modern up to date shop or business establishment 
as possible. 

6. So far as feasible, instruction in English, history, 

science and other appropriate subjects should be 
given which will tend to make the pupils self- 
helpful, intelligent and worthy citizens. 

7. The course of study should be so arranged that each 

years' work, while immediately preparing for the 
next, would, nevertheless, be a unit unto itself, con- 
ferring upon the pupil a definite value which 
would add to his stock in trade as a worker if he 
should leave the school at the end of the year. The 
dominant characteristics of the instruction in the 
evening and part-time classes has already been 
described. (See pages 24-25.) 

8. The course of study in the all-day school should in- 

clude the following: (1) Practical instruction in 
the particular trade or occupation studied. At 
least half the pupils' time must be given to actual 
work in the shop or on the farm operated on a 
commercial basis. (2) Technical and other sub- 
jects bearing directly upon the occupations studied, 
work in mathematics, drawing, science and tech- 
nique, which applies directly to the chosen occupa- 
tion and which is required to give the pupil the 
necessary insight and mastery of that occupation. 
(3) Instruction in academic subjects which train 
for intelligent citizenship, reading, English, indus- 
trial history, etc. 

The three necessary elements in any vocational course, there- 
fore, are (1) The practical instruction in the occupation or trade 
for which the school prepares. (2) The knowledge and theory 
which lies back of the best practice in his field of work. (3) Th(> 
preparation for intelligent and worthy citizenship. 

(2) Qualifications of Teachers : No person will be eligible to 
teach in a state aided vocational school who does not hold a legal 
certificate. The plans for licensing teachers for vocational schools 
will be formulated later. Four classes of teachers for vocational 
schools will be recognized. 

(a) Principals and Directors who are employed in administra- 
tive or executive capacities. The principal or director of a voca- 



40 Vocational EnucATiON tn Indiana. 

tioiial school should have had a thorough academic training and, 
preferably, experience with different lines of public school work. 
He must be in sympathy with vocational education, have the voca- 
tional point of view, and sufficient technical and practical knowl- 
edge to enable him to administer the vocational work. 

(b) Special Teachers for the Shop and Vocational Stibjects. 
These vocational teachers must have a first hand knowledge of the 
trades or occupations they teach and should be masters of the 
entire occupation or trade. They must have filled acceptably a 
similar position in the industries or must have had such intensive 
school and shop training as to place them on a par with the best 
tradesmen or skilled workers in the particular trade or occupation 
which they teach. This experience and training should be supple- 
mented at frequent intervals by actual work in commercial shops 
when the school is not in session. 

(c) Technical Teachers, who teach subjects directly and voca- 
tionally related to the trade subjects, as shop mathematics, shop 
drawing and applied science. These teachers should have an inti- 
mate knowledge of their subject gained through actual experience 
with the shop work to which they are relating the technical sub- 
jects. Experience has shown that recent shop experience is needed 
to teach these technical subjects in the most helpful way. 

(d) Academic Teachers, who teach subjects indirectly related 
to the practical subjects, such as English, history and hygiene. 
Such teachers must be in sympathy with vocational education and 
with the aims of the school and be able to appeal to the interests 
and needs of their pupils. 

In beginning the vocational work one or all of these teaching 
functions may fall upon one person, who may be required to give 
all the work in preparation for a particular occupation. In such 
cases special care must be exercised on the part of the local school 
authorities to secure a man who can really do the work required 
in such a department or school. In all such cases a vocational or 
shop teacher should be placed in charge of the department. 

c. Other Standards and Uniform Requirements. 

(1) Entrance Requirements: Day vocational schools or de- 
partments are open to all pupils over fourteen years of age and 
under twenty-five who are able to profit by the instruction offered. 
Part-time classes are open to persons over fourteen years of age 
and under twenty-five who are lawfully employed during the day. 



Administration of Vocational Schools. 41 

Evening vocational classes are open to persons over seventeen years 
of age who are regularly employed. In an agricultural or indus- 
trial evening class the work must deal with the subject-matter of 
the day employment of the pupils. Evening classes in "domestic 
science" are open to all women over seventeen years of age irre- 
spective of how they are employed during the day. 

(2) Reports : Periodical reports from vocational schools will 
be helpful to the department, and definite yearly reports must be 
made upon blanks provided for the purpose. 

(3) Number of Pupils: Experience has shown that fifteen 
is the lowest number of pupils with which a vocational school may 
be operated and return a reasonable amount of service to the state 
and the community for the money invested. In the case of a voca- 
tional department the number should not fall below twelve. In 
order to be counted as enrolled in a vocational school or department 
a pupil must be following the course of study approved by the 
state board of education. 

d. Modification of Rules. 

Notwithstanding the principles and standards set up in this 
bulletin the state board will at all times consider each application 
for state aid on its individual merits, taking into account the re- 
sources of the district proposing to organize vocational schools, the 
needs of the community, the character of the population and any 
other circumstances affecting the work. 

All communications concerning vocational schools or depart- 
ments should be addressed to the Vocational Division, Department 
of Public Instruction. 



VI. THE INDIANA VOCATIONAL EDUCATION LAW 

[House Bill 101.] 

AN ACT to provide for tlie encouragemeut, maintenance and supervision 
of vocational education in industries, agriculture and domestic science. 

[Approved February 22, 1913.] 

Section 1. Be it enacted hij the general assembly of the State of 
Indiana, The following words and phrases as used in this act shall, unless 
a different meaning is plainly required by the context, have the following 
meanings : 

Vocational Education Defined. 

1. "Vocational education" shall mean any education the controlling 
purpose of which is to fit for profitable employment. 

2. "Industrial education" shall mean that form of vocational educa- 
tion which fits for the trades, crafts and wage-earning pursuits, including 
the occupation of girls and women carried on in stores, workshops, and 
other establishments. 

3. "Agricultural education" shall mean that form of vocational educa- 
tion which fits for the occupations connected with the tillage of the soil, 
the care of domestic animals, forestry and other wage-earning or productive 
work on the farm. 

4. "Domestic science" education shall mean, that form of vocational 
education which fits for occupations connected with the household. 

5. "Industrial, agricultui-al or domestic science school or department" 
shall mean an organization of courses, pupils and teachers designed to give 
either industrial, agricultural or domestic science education as herein de- 
fined, under a separate director or head. 

6. "Approved industrial, agricultural or domestic science school or 
department" shall mean an organization under a separate director or head, 
of courses, pupils and teachers approved by the state board of education 
designed to give either industrial, agricultural or domestic science educa- 
tion as herein defined. 

7. "Evening class" in an industrial, agricultural or domestic science 
school or department shall mean a class giving such training as can be 
taken by persons already employed during the working day, and which in 
order to be called vocational must in its instruction deal with the subject- 
matter of the day employment, and be so carried on as to relate to tlie day 
employment; but evening classes in domestic science relating to the home 
shall be open to all women over seventeen who are employed in any ca- 
pacity during the day. 

8. "Part-time classes" in an industrial, agricultural or domestic science 
school or department, shall mean a vocational class for persons giving a 
part of their working time to profitable employment and receiving in the 
part-time school or department, instruction complementary to the practical 
work carried on in such employment. To give a part of their working 
time such persons must give a part of each day, week or longer period to 
such part-time class during the period in which it is in session. 

(42) 



Vocational Education Law. 43 

Obganization of Vocational Schools. 

Sec. 2. Any school city, towB or township may through its board of 
school trustees or school commissioners or township trustee, establish voca- 
tional schools or departments for industrial, agricultural and- domestic 
science education in the same manner as other schools and departments 
are established and may maintain the same from the common school funds 
or from a special tax levy not to exceed 10 cents on each $100 of taxable 
property, or partly from the common school funds and partly from such 
tax. School cities, towns and townships are authorized to maintain and 
carry on instruction in elementary domestic science, industrial and agri- 
cultural subjects as a part of the regular course of instruction. 

KiNP.s OF Vocational Schools. 

Sec. 3. In order that instruction in the principles and practice of the 
arts may go on together, vocational schools and departments for industrial, 
agricultural and domestic science education may offer instruction iu day, 
part-time and evening classes. Such instraction shall be of less than col- 
lege gi'ade and be designed to meet the vocational needs of persons over 14 
years of age who are able to profit by the instruction offered. Attendance 
upon such day or part-time classes shall be restricted to persons over 14 
and under 25 years of age; and upon stich evening classes to persons over 
17 years of age. 

Co-oPEBATivE Schools. 

Sec. 4. Two or more school cities, tovnis or townships or combina- 
tions thereof, may co-operate to establish and maintain vocational schools 
or departments for industrial, agricultural or domestic science education 
or in supervising the same, whenever the school board or township trus- 
tees of such school cities, towns or townships shall so determine and appor- 
tion the cost thereof among the cities, towns and townships co-operating. 
Whenever such co-operative schools or departments have been determined 
upon by any school cities, towns or townships, or combination thereof, the 
presidents of the school boards of the cities or towns and the township 
trustees of the townships co-operating shall constitute a board for the 
management of such school or department, such board may adopt for a 
period of one year or more, a plan of organization, administration and 
support for such school or department and the plan, if approved by the 
state board of education, shall constitute a binding contract between cities, 
towns and townships entering into a co-operation to support such schools 
and courses which shall be cancelled or annulled only by the vote of a 
majority of the school boards or township trustees of such school cities, 
towns or townships and the approval of the state board of education. 

Pee-vocational Work. 

Sec. 5. Elementary agriculture shall be taught in the grades In all 
tovni and township schools; elementaiy industrial work shall be taught in 
the grades in all city and town schools, and elementary domestic science 
s:hall be taught in the grades in all city, town and township schools. The 
state board of education shall outline a course of study for each of such 



44 Vocational Education in Indiana. 

grades as they may determiue which shall be followed as a minimum re- 
quiremeBt. The board shall also outline a course of study in agriculture, 
domestic science and industrial work, which they may require city, town 
and township high schools to offer as regular courses. After September 1, 
1915, all teachers required to teach elementary agriculture, industrial work 
or domestic science shall have passed an examination in such subjects pre- 
pared by the state board of education 

Duties of State Board of Education". 

Sec. 6. The state board of education is hereby authorized and di- 
rected to investigate and to aid in the introduction of industrial, agricul- 
tural and domestic science education, to aid cities, towns and townships to 
Initiate and superintend the establishment and maintenance of schools and 
departments for the aforesaid forms of education ; and to supervise and 
approve such schools and departments, as hereinafter provided. The board 
of education shall make a report annually to the general assembly describ- 
ing the condition and i^rogress of industrial, agricultural and domestic 
science education during the year and making such recommendations as 
they may deem advisable. 

Composition of State Board of Education. 

Sec. 7. The state board of education shall consist of the superintend- 
ent of public instruction, the presidents of Purdue university, the State 
university and the State normal school, the superintendents of schools of 
the tliree cities having the largest enumeration of children for school pur- 
IX)ses annually reported to the state superintendent of public instruction, 
as provided by law, three citizens actively engaged in educational work In 
the state, at least one of whom shall be a county superintendent of schools, 
and three persons actively interested in, and of known sympathy with, 
vocational education, one of whom shall be a representative of employes 
and one of employers. 

The governor shall appoint the members of the board, except the ex 
officio members, for a term of four years. 

In the first instance one member shall be appointed for two years, one 
for three years and one for four years. The present appointive members 
shall serve until the expiration of the time for which they were appointed. 
The governor shall fill all vacancies occurring in the board for the unex- 
pired term, and each member shall serve until his successor shall have 
been appointed and qualified. 

The superintendent of public instruction shall, ex officio, be president 
of the board, and In his absence the members present shall elect a president 
pro tempora The board shall elect one of its members secretary and 
treasurer, who shall have the custody of its records, papers and effects, 
and shall keep minutes of its proceedings. The records, papers, effects and 
minutes shall be kept at the office of the superintendent, and shall be open 
for inspection. The board shall meet upon the call of the president, or a 
majority of its members, at such place in the state as may be designated 
in the call. They shall adopt and use a seal, on the face of which shall be 
the words "Indiana state board of education," or such other device or motto 



Vocational Education Law. 45 

as the board may direct, an impression and written description of whicti 
shall be recorded on the minutes of the board and filed in the office of the 
secretary of state, which seal shall be used for the authentication of the 
acts of the board and the important acts of the superintendent of public 
instruction. 

The board shall have all the powers and perform all the duties now 
imposed by law on the state board of education. 

Appointment of Vocational Director and Agents. 

Sec 8. The state superintendent of public instruction, with the advice 
and approval of the state board of education, shall appoint a deputy super- 
intendent in charge of industrial and domestic science education who shall 
act under the direction of the state superintendent of public instruction in 
carrying out the provisions of this act. The salary and term of ofiice of 
such deputy shall be fixed by the board and he shall be removable by the 
board only for cause 

The state superintendent, with the approval of the state board of 
education, is authorized to co-operate with Purdue university in the ap- 
pointment of some person actively connected with the agricultural exten- 
sion work at Purdue as an agent in supervising agricultural education, 
who shall serve in a dual capacity as an agent of the state superintendent 
and an assistant at Purdue university. The board and the authorities 
of Purdue university may fix the propoi'tion of the salary of such agent 
to be borne by the state and by the university. Such person shall be sub- 
ject to removal for cause by the state board of education. 

All expenses incurred in discharge of their duties by deputies and 
agents shall be paid by the State from funds provided for m this act. 

Advisory Committee. 

Sec. 9. Boards of education or township tiiistees administering ap- 
proved vocational schools and departments for industrial, agTicultural 
or domestic science education, shall, under a scheme to be approved by 
the state board of education, appoint an advisory committee composed 
of members representing local trades, industries and occupations. It 
shall be the duty of the advisory committee to counsel with and advise 
the board and other school officials having the management and super- 
vision of such schools or departments. 

Provisions for Non-resident Pupils. 

Sec. 10. Any resident of any city, town or township in Indiana, 
which does not maintain an approved vocational school or department for 
industria.1, agricultural or domestic science education offering the type 
of training which he desires, may make application for admission to such 
school or department maintained by another city, town or township or 
any school of secondary grade maintaining an approved industrial, agri- 
cultural or domestic science school or department. The state board of 
education, whose decision shall be final, may approve or disapprove such 
application. In making such decision the board shall take into considera- 
tion the opportunities for free vocational training in the community in 



4b VOCATIONAL EDUCATION IN INDIANA. 

which the applicant resides; the financial status of the community; the 
age, sex, preparation, aptitude and previous record of the applicant, and 
all other relevant circumstances. 

The school city or town or township in which the person resides, who 
has been admitted as above provided, to an approved vocational school 
or department for industrial, agi'icultural or domestic science etlucation, 
maintained by another city, town or towmship or other school, shall pay 
sxich tuition fee as may be fixed by the state board of education ; and 
the state shall reimburse such school city or town or township as pro- 
vided for in this act. If any school city or town or township neglects 
or refuses to pay for such tuition, it shall be liable therefor in an action 
of contract to the school citj' or town or township or cities and tovsms 
and townships or other school maintaining the school which the pupil 
with the approval of the said board attended. 

Part-time Work Comput.sory. 

Sec. 11. In case the board of education or township trustee of any 
city, town or township have established approved vocational schools for 
the instruction of youths over fourteen years of age who are engaged in 
regular employment, in part-time classes, and have formally accepted 
the provisions of this section, such board or tmstee are authorized, to 
require all youths between the ages of fourteen and sixteen years who 
are regularly employed, to attend school not less than five hours per 
week between the hours of 8 a. m. and 5 p. m. during school tenn. 

County Agents of AoRicirLTURE. 

Sec. 12. Whenever twenty or more residents of a county, who are 
actively interested in agriculture, shall file a petition with the county 
board of education for a county agent, together with a deposit of $500.00 
to be used in defraying expenses of such agent, the county board of edu- 
cation shall file said petition, within thirty days of its i-eceipt, with the 
county council, which body shall, upfm receipt of such petition, appro- 
priate annually the sum of $1,500.00 to be used in pa.ving the salary and 
other exi>enses of said county agent. When the county appropriation 
has been made the county board of education shall apply to Purdue uni- 
versity for the appointment of a county agent whose appointment shall 
be made annually and be subject to the approval of the county board of 
education, and the state board of education. When such appointment 
has been made, there shall be paid annually from the state fund provided 
for in this act, to Purdue university, to be paid to tlie county providing 
for a county agent, an amount sufReint to pay one-half the annual salary 
of the county agent apiwinted as herein provided : Provided, That not 
more than $1,000 shall be appropriated to any one county: Provided, 
further, That not more than thirty (30) counties during the year end- 
ing September 30, 1914; and sixty (60) counties during the year end- 
ing September 30, 1015, shall be entitled to state aid. It shall be the 
duty of such agent, under the supervision of Purdue university, to co- 
operate with farmers' institutes, farmers' clubs and other organizations, 
conduct practical farm demonstrations, boys' and girls' clubs and contest 



Vocational Education Law. 17 

work and other movements for the advancement of agriculture and 
country life and to give advice to farmers on practical farm problems 
and aid the county superintendent of schools and the teachers in giving 
practical education in agriculture and domestic science. The county board 
of education is hereby authorized to file monthly bills covering salary 
and expanses of county agent, the same to be approved by Purdue uni- 
versity, with the county auditor who shall draw his warrant or war- 
rants on the county treasurer for the payment of same. 

Cities and Towns Reimbursed by the State. 

Sec. 13. Vocational schools or departments for industrial, agi-icul- 
tural and domestic science education shall so long as they are approved 
by the state board of education as to organization, location, equipment, 
courses of study, qualifications of teachers, methods of instruction, condi- 
tions of admission, employment of pupUs and expenditures: of money, con- 
stitute approved vocational schools or departments. School cities and 
towns and townships maintaining such approved vocational schools shall 
receive reimbursement as provided in this act. 

State Maintenance. 

Sec. 14. The state, in order to aid in the maintenance of approved 
vocational schools or departments for industrial, agricultural and do- 
mestic science education, shall, as provided in this act, pay annually to 
school cities and towns and townships maintaining such schools and de- 
partments an amount equal to two-thirds of the sum expended for in- 
struction in vocational and technical subjects authorized and approved 
by the state board of education. Such cost of instruction shall consist of 
the total amount raised by local taxation and expended for the teachers 
of approved vocational and technical subjects. School cities and towns 
and townships that have paid claims for tuition in approved vocational 
schools shall be reimbursed by the state as pi'ovided in this act, to the 
extent of one-half the sums expended by such school cities and towns and 
townships in payment of such claims. 

Claims fob Reimbuesement. 

Sec. 15. Any school city, town or township having claims for re- 
imbursement against the state under the provisions of this act shall pre- 
sent the same to the state board of education on or before July Isit of 
each year immediately following the completion of the work for which 
they are entitled to reimbursement from the state. The board shall if 
they approve the claim authorize its payment by the auditor of state, who 
shall thereupon draw his warrant on the treasurer of state for the pay- 
ment of the amount due such school city, town or township, from the 
fund provided in this act. 

Special Tax Levy foe Vocational Woek. 

Sec. 16. To provide a state fund to carry out the provisions of this 
act, there shall be levied annually as a part of the state common school 
levy an additional levy of one cent on each one hundred dollars of taxable 



48 Vocational Education in Indiana. 

property in the state, which shall constitute a fund for the purix)ses of 
this act. Any part of the fund remaining at the close of any fiscal year 
sJiall be placed by the treasurer of state in a permanent fund for voca- 
tional education, the proceeds of which shall be used to aid in carrying 
out the provisions of this act. 

Payment of Saiabies and Expenses. 

Sec. 17. A sum sufficient to pay the salaries and expenses of the 
deputies, agents and employes in carrying out the provisions of this act, 
and an amount sufficient to cany out the provisions of Section 12 is hereby 
appropriated annually for two years, to be available on and after April 
1, 1913. Thereafter all salaries and expenses shall be paid from the fund 
provided for in this act. 

When Effective. 

Sec. 18. This act shall take effect as to the provisions for state aid 
to approved vocational schools at the beginning of the school year 1914- 
1915. All other provisions of this act, including the provisions for a county 
agent, as provided in section 12, shall be in force from and after its pub- 
lication. 

Repeal. 

Sec. 19. All laws and parts of laws In conflict hereAvith are hereby 
repealed. 



